Tennis Training Apparatus

ABSTRACT

A tennis training apparatus comprises a balanced rod having an upper segment, mid-section, and lower segment. One or more of the training apparatuses may be secured separately along a tennis net tape with the upper segment extending above the tape as a target. When struck by a tennis ball, the upper segment pendulums back and forth while providing a ringing sound. The upper segment is further divided into a plurality of regions which correlate to different sections of a tennis racket. The training apparatuses may be moved to desired locations along the net tape to create different targets, gaps, and spacings for the players to practice all tennis skills during practice matches or drills. A stand-alone version of the training apparatus need not be attached to a tennis net, but pivots on a stand which provides adjustable pendulum motion, and can be utilized for a variety of non-tennis training exercises.

FIELD OF THE INVENTION

The present invention relates generally to a tennis training apparatus which can be used by the players during a regular practice match or drills to condition the players to develop a full/complete game, which includes power, finesse, accuracy, directions, variety, different net height control, and countless shot combinations. In one embodiment, the tennis training apparatus comprises a balanced rod having an upper segment, mid-section, and lower segment. One or more of the training apparatuses may be secured separately along a tennis net tape with the upper segment extending above the tape as a target. When struck by a tennis ball, the upper segment pendulums back and forth while providing a ringing sound. The upper segment is further divided into a plurality of regions which correlate to different sections of a tennis racket, thereby creating intuitive association in a player's mind. The training apparatuses may be moved to desired locations along the net tape to create different targets, gaps, and spacings for the players to practice all tennis skills during practice matches or drills. A stand-alone version of the training apparatus need not be attached to a tennis net, but pivots on a stand which provides adjustable pendulum motion, and can be utilized for a variety of non-tennis training exercises.

BACKGROUND OF THE INVENTION

In the game of tennis, the objective is to hit the tennis ball over the net and make it land inside the opponent's baseline and sidelines. Players who are able to perform this act consistently while making it difficult for the opponent to do the same will generally win the match. Currently available training devices typically utilize targets that are placed on the opposite side of the tennis court from the player hitting the ball. Such targets are often orange plastic cones or round colored dots which provide visual targets for where the tennis ball should land, but do not provide visual targets for where a tennis ball should pass over the net. Since the net is the first obstacle (not the baseline or sidelines) for the tennis ball, there ideally should be more emphasis on shot placement over the net. Furthermore, tennis conditioning and practices are often repetitive and monotonous, and it would be beneficial to players for training exercises to be able to add excitement, interest and fun in order to increase the effectiveness of the training.

One previously known teaching method is to lean a squeezee next to the net and place an empty tennis can over the squeezee handle as a target over the net to emphasize the importance of hitting the ball low over the net with power. This method has many benefits, but does not go far enough in developing the player's overall skills in simulating shot combinations during match play, or in inspiring interest, fun and excitement.

U.S. Pat. No. 4,042,237 issued to Moraru discloses a tennis practice device which incorporates a series of telescoping shafts mounted to a support surface, wherein one of the shafts carries a tennis ball and telescopes into the other shafts when the ball is struck by a tennis racket. The ball on the shaft then returns to the original position for a player to hit the tennis ball again. This device is of limited use and capabilities as it does not allow for a player to practice top spin or underspin type shots as the ball is physically attached to the shaft and provides for no rotation. Furthermore, the device does not allow for more than one player to practice at the same time and rally the ball across the net.

U.S. Pat. No. 4,116,437 issued to Johnson discloses another tennis training device with a series of horizontally extending target sections which provides an output signal representing the accuracy of placement of a player's shot. The rating apparatus has an assembly that blocks the path of a tennis ball and records a limited range of ball height contact. The assembly therefore does not allow the tennis ball to travel to the opposite side for players to rally or play practice matches. Nor does the assembly allow for players to see where the ball has landed on an opposite side of the court. Further, the horizontal target zones do not provide a player with a way to practice left or right shot placement.

U.S. Pat. No. 4,231,572 issued to Thornton provides a target for practicing tennis, wherein the target includes a frame mounted to the top of a tennis net, and having an opening through which a tennis ball may be driven by a player. The frame is attached to a pair of vertical posts which are interwoven within the meshes of the tennis net and secured with hooks adjacent to the net tape. Depending upon the height and width of the opening within the frame, the target device may provide a rather limited range of shots available to a player that may be considered a “good” shot. Further, the use of the posts and hooks may lead to unnecessary wear and tear and eventual damage to the tennis net, which can be costly to replace.

U.S. Pat. No. 4,696,471 issued to McGrath discloses a net-mountable guide for tennis practice purposes, with a mounting member adapted to be removably secured to the top of a tennis net, and a circular shaped target member approximately the size of a conventional tennis ball connected to the mounting member so that the target member is slightly above the top of the tennis net. The device puts an imbalanced weight and pressure on top of the tennis net tape, and is unable to support taller and heavier targets since it does not have a long counter balance bottom part, and any weight imbalances over the net would tilt the target object over to one side of the net or the other. Further, due to the small target size, the device cannot provide for a full range of possible tennis shots and shot combinations normally possible during a point in a tennis match.

U.S. Pat. No. 4,732,382 issued to Ratner discloses a tennis training device having a rod secured vertically above a tennis court net, with the rod having three successive length sections, each of a different color, to guide a player regarding the height of the ball as it passes over the net. A support rod is attached to the rod, wherein the combined rod and support rod is inserted through the tennis net and has an end of the support rod abutting the ground to support the rod in a vertical orientation. The device has limited simultaneously available physical and virtual targets, places unnecessary strain on the interwoven threads of the tennis net, and does not provide sufficient movement and sound to help maintain a player's focus and interest during practices.

U.S. Pat. No. 4,911,442 issued to Monroe discloses a tennis ball training guide wherein an actual sized tennis ball is secured to an axially adjustable elongated mounted stem. The stem is secured to a clamping device which is adapted for connection to the top edge of a tennis net. This particular apparatus is limited to aiming at a single target at a time, and fails to simulate an actual point played where a tennis ball would need to travel over various areas and heights of the tennis net. Further, the device disclosed in Monroe may be prone to slipping off the top of the tennis net when struck by a tennis ball with a heavy force.

What is therefore needed is an inexpensive, lightweight, and portable tennis training apparatus that may be easily attached and secured to a tennis net tape without damaging the net tape. Further, it is also desired that such a tennis training apparatus be able to provide benefit to a tennis player's game by creating virtual gaps and spacings over the tennis net to facilitate practice goals for a tennis player to practice consistently making a wide variety of shots across the net. Further, it is desired that such an apparatus be able to provide benefit to tennis players' game either with or without striking the apparatus with a tennis ball.

SUMMARY OF THE INVENTION

The present invention relates generally to a tennis training apparatus which can be used by the players during a regular practice match or drills to condition the players to develop a full/complete game, which includes power, finesse, accuracy, directions, variety, different net height control, and countless shot combinations. One or more training apparatuses each having an upper segment, mid-section, and lower segment may be used to help improve the overall game and skills of players, and may be secured via the mid-section to a tennis net tape with the upper segment extending above the tape as a target. When struck by a tennis ball, the upper segment pendulums back and forth while providing a ringing sound via a sound generator attached to the lower segment. The upper segment is further divided into a plurality of regions which correlate to different sections of a tennis racket. The training apparatuses may be moved to desired locations along the net tape to create different targets, gaps, and spacings for the players to practice all tennis skills during practice matches or drills. A stand-alone version of the training apparatus need not be attached to a tennis net, but pivots on a stand which provides adjustable pendulum motion, and can be utilized for a variety of non-tennis training exercises.

BRIEF DESCRIPTION OF THE DRAWINGS

For a more complete understanding of the present invention, and the advantages thereof, reference is now made to the following descriptions taken in conjunction with the accompanying drawings, in which:

FIG. 1 is a view of a set of tennis training apparatuses of the present invention shown attached to a tennis net tape.

FIG. 2 is a view of a single tennis training apparatus.

FIG. 3 illustrates an embodiment of the tennis training apparatus having its upper segment correlated to a standard tennis racket.

FIG. 4 is a view of another embodiment of the tennis training apparatus having an alternative configuration for the upper segment as compared to a standard tennis racket.

FIG. 5 illustrates an attachment strap for attaching the tennis training apparatus to a tennis net tape or other substantially rigid structure.

FIG. 6 illustrates the mid-section of a tennis training apparatus as attached to a rigid structure such as a tennis net tape via the attachment strap.

FIG. 7 provides a close up view of the lower segments of a set of training apparatuses, illustrating the use of written text thereon.

FIG. 8 illustrates a sound generator such as a bell attached to the lower end of a lower segment of the tennis training apparatus.

FIG. 9 provides an alternate view of the bell attached to the lower segment of the training apparatus.

FIG. 10 shows another embodiment of the tennis training apparatus having optional training extensions attached.

FIG. 11 illustrates a stand-alone embodiment of the tennis training apparatus having target and training extensions attached.

FIG. 12 illustrates another embodiment of the stand-alone tennis training apparatus having multiple training extensions attached.

FIG. 13 provides an exploded view of the stand-alone training apparatus.

FIG. 14 shows a side view of a multiple layer base of the stand-alone embodiment of the apparatus shown in FIG. 12 tilted to an angle of approximately 150 degrees from horizontal, without completely falling over on its side.

FIG. 15 illustrates a frontal view of the pivoting mechanism for the stand-alone training apparatus.

FIG. 16 illustrates an angled side view of the stand-alone training apparatus, illustrating a preferred method for insertion of pivot rods through double barrel holes.

DETAILED DESCRIPTION

The following description is presented to enable any person skilled in the art to make and use the invention, and is provided in the context of a particular application and its requirements. Various modifications to the disclosed embodiments will be readily apparent to those skilled in the art, and the general principles defined herein may be applied to other embodiments and applications without departing from the spirit and scope of the present invention. Thus, the present invention is not intended to be limited to the embodiments shown, but is to be accorded the widest scope consistent with the principles and features disclosed herein. Additionally, as used herein, the term “substantially” is to be construed as a term of approximation.

In FIG. 1, a set of tennis training apparatuses 100 is shown attached to a tennis net for training purposes. In a preferred embodiment, a set of training apparatuses 100 may include a first training apparatus 102, a second training apparatus 104, and/or a third training apparatus 106. In other embodiments of the invention, a greater or fewer number of training apparatuses may be utilized depending upon the training objectives of a player or coach. For example, as few as a single apparatus 100 or as many as ten may be concurrently used for training purposes. Each training apparatus 100 is shown attached near a mid-section 120 of the apparatus 100 to the top of a standard tennis net. More specifically, the training apparatuses 100 are attached to the tennis net tape 160 of a tennis net.

Next, at FIG. 2, an individual tennis training apparatus 100 is shown. The training apparatus 100 is generally cylindrical or rod shaped and may be comprised of an upper segment 110, a mid-section 120, a lower segment 130, an attachment strap 140, and a sound generator 150. The mid-section 120 divides the upper segment 110 and lower segment 130, and may be used in conjunction with the attachment strap 140 to attach the training apparatus 100 to a tennis net tape 160 such that the upper segment 110 sits above the net and is highly visible to players, and the lower segment 130 is situated below the top of the net. The sound generator 150 is attached to the lower segment 130 and is preferably attached at the lower end thereof.

As shown in FIG. 2, the upper segment 110 may be further divided into distinct regions, such as a top region 114, center region 116, and a bottom region 118. In a preferred embodiment of the training apparatus, the upper segment 110 is sized to approximate the length of a standard tennis racket, with the current standard length of a legal sized tennis racket being approximately 27 to 29 inches. Thus, training apparatus 100 has an overall length of approximately 49 inches, with the upper segment 110 being approximately 27 to 29 inches in length, and the lower segment 130 being approximately 20 to 22 inches in length.

The upper segment 110 may be easily adjusted to match the 27 to 29 inches of a standard tennis racket length. A reason for the upper segment being 27 to 29 inches in length is to associate the upper segment to the individual player's tennis racket so that the player may quickly familiarize with the height of the upper segment 110. Also, the upper segment 110 being approximately 27 to 29 inches in height provides an ideal height above the net for which to train/teach players an offensive power game. To adjust the upper segment 110 to 29 inches, a player or coach may raise the upper segment 110 above the net another 2 inches before strapping the training apparatus 100 to the tennis net tape 160. Additionally, the upper segment 110 may be provided with a variety of colors to further enhance the aesthetic appeal of the training apparatus 100, as well as to provide for different objectives when a plurality of the training devices 100 are used simultaneously. Such uses for this preferred embodiment of multi-colored training apparatus 100 will be further described below.

The apparatus 100 has a lower segment 130 which is positioned below the top of the tennis net when the apparatus 100 is attached to a tennis net tape 160. Preferably, the lower segment 130 is approximately 21 inches in length, and has a black coloring to camouflage or otherwise blend in with standard black tennis net strings, adding to the aesthetic appeal of the training apparatus 100. The lower segment 130 provides a counter weight to keep the upper segment 110 vertically upright when the training apparatus 100 is at a rest or ready position as well as to assist the upper segment 110 to return back to the rest or ready position after a tennis ball strikes the upper segment 110. The length of lower segment 130 is further controlled such that the bottom of the training apparatus 100 remains elevated above the ground so as to allow for the pendulum or swinging motion. Furthermore, the lower segment 110 provides for connection of the attachment strap 140, a sound generator 150, as well as providing an area for written rules, challenges, and notes. The length of the lower segment 110 further contributes to the overall aesthetic appearance of the training apparatus 100, as well as ensuring that the training apparatus 100 may easily be stowed inside the trunk of a car.

The training apparatus 100 may be preferably formed from a material which is sturdy, durable, properly weighted, and relatively inexpensive to maximize overall portability, effectiveness, availability, and cost of the training apparatus 100. It is the careful balance of the materials used as well as control of the overall length of the training apparatus 100 that allows for the unique pendulum qualities of the training apparatus 100. This provides for a fun and engaging interactive tennis training device not presently available. Preferably, the training apparatus may be formed of a lightweight wood, such as poplar. However, the training apparatus 100 may be formed from any other suitable material which allows for substantially the same performance as wood, such as a durable plastic, or even a lightweight metal such as aluminum. Different materials may affect the pendulum qualities of the apparatus 100, and may also affect the “feel” when struck by a tennis ball.

In a preferred embodiment, the apparatus 100 may be formed of poplar wood that is coated with primer and one or more layers of paint, as well as one or more layers of polyurethane. The apparatus may be lightly sanded to achieve a smooth appearance and feel, with the multiple layers providing a protective surface resistant to chipping, scratching, and other weather induced damage.

As can be seen in the present figure, the apparatus 100 is designed to be struck by a tennis ball during practice or play and, accordingly, pendulum back and forth to create a visual and audial feedback for a player. The apparatus 100 may pendulum forward over 120 degrees (past parallel to ground level) from the neutral upright position, and may pendulum backward less than 40 degrees due to the net strings blocking much of the pendulum motion. Additional features of the invention will be further disclosed below in the operation section.

Turning now to FIG. 3, therein is shown a set of tennis training apparatuses 100 next to a standard tennis racket 50. As can be seen in the current figure, the upper segment 110 of each apparatus 100 is sized to be approximately the same length as a standard tennis racket 50. Furthermore, the set of training apparatuses 100 have varying upper segment 110 heights that correlate to different sized tennis rackets, such as adult and junior sizes. Training apparatus 100 associates a standard tennis racket grip 52, throat 54, and face 56 to three regions of the upper segment 110 to improve player accuracy, height control, and ball direction to an even more fine-tuned level. That is, the various regions of upper segment 110 correspond to and allow for a player to visually associate each region to a portion of the tennis racket 50. For example, a standard tennis racket 50 has a grip 52 that is approximately 8 inches long, a throat 54 that is approximately 5 inches long, and a face 56 that is approximately 14 inches long. Thus, the throat 54 of tennis racket 50 may be associated with the top region 114, the grip 52 may be associated with the bottom region 118, and the face 56 may be associated with the middle region 116. Each of the regions 114, 116, and 118 may be visually marked off from an adjacent region, such as by using a colored one-inch tape. In alternative embodiments of the invention, the upper segment 110 may be made longer or shorter than 29 and 27 inches, respectively; however, in preferred embodiments, the upper segment 110 is between 27 and 29 inches in length.

Next at FIG. 4, an alternative embodiment of the training apparatus 100 is shown compared to a commonly available 27″ tennis racket wherein the upper segment 110 has different length top, center, and bottom regions from the apparatuses shown in FIG. 3. That is, the top, center, and bottom regions are not constrained to always correspond to the grip, face, and throat of a respective tennis racket 50, but may be adjusted depending upon a coach or player's needs or training objectives. Thus, in the embodiment shown in FIG. 4, the top region 114 corresponds to the grip 52, the middle region 116 corresponds to the throat 54, and the bottom region 118 corresponds to the face 56. Other variations of the top 114, middle 116, and bottom regions 118 are also possible within the scope of the present invention, for instance corresponding the top region 114 or bottom region to the face 56 of the tennis racket 50.

Next, at FIG. 5, an attachment strap 140 is shown for removably attaching the training apparatus 100 to a tennis net tape 160, thereby holding the training apparatus 100 in a vertical upright position when the apparatus 100 is at rest. As shown in FIG. 5, the attachment strap 140 has yet to be secured onto the apparatus 100. Once attached, the attachment strap 140 utilizes the firmness of the net tape 160 to allow the training apparatus 100 to oscillate or pendulum back and forth when the upper segment 110 is struck by a tennis ball, with the upper segment 110 and lower segment 130 alternatively oscillating or swinging about a horizontal axis defined by the tennis net tape 160.

The attachment strap 140 may be fabricated of a material that minimizes wear and tear on the tennis net or net strings, such as Velcro® fabric. Benefits provided by the attachment strap 140 include allowing for quick and easy setup and takedown of training apparatus 100, and further allows for the training apparatus 100 to be moved to numerous positions along the length of the tennis net tape 160 during a practice session. Additionally, the attachment strap 140 may allow a player or coach to make adjustments to the height of the upper segment 110 in order to increase or decrease the amount which the upper segment 110 extends above the net tape 160.

The attachment strap 140 is preferably constructed using one or more Velcro® fasteners comprised of an arm strip 142 and a wrap strip 144. Other materials may also be utilized to attach the apparatus 100 to the net tape 160. As is commonly known, Velcro® fasteners work by the combination of small hooks and loops. When the hooks and loops are pressed together, the hooks catch in the loops, forming a secure, yet detachable bond. In a preferred embodiment, the arm strip 142 may be 27″×¾″, having hooks on one side and loops on an opposite side. The wrap strip 144 may be 9″×4″ having loops on one side and an adhesive on the opposite side. Other preferred sizes of the arm strip 142 and wrap strip 144 are also contemplated within the scope of the present invention.

The Velcro® arm strip 142 and wrap strip 144 are preferably connected together via the adhesive on the backside of the wrap strip 144 to make the two strips function as one. To connect the arm strip 142 and wrap strip 144 together, wrap strip 144 is placed on a flat surface/table with the longer 9″ sides in a horizontal position and with the adhesive side facing up. The hook side of arm strip 142 is then aligned parallel and approximately 1″ from the vertical side of wrap strip 144, with the bottom edge of arm strip 142 lined up flush with the bottom edge of wrap strip 144. The purpose of placing the arm strip 142 in this position is to ensure a firm hold between the training apparatus 100 and net tape 160 as well as to ensure that the frontside of the training apparatus 100 shows an uninterrupted Velcro® surface so as not to detract from the aesthetic appeal of the frontside of the training apparatus 100. This connection of the arm strip 142 and wrap strip 144 results in the creation of the attachment strap 140 which will be wrapped and connected permanently to the mid-section 120 of apparatus 100.

The assembled attachment strap 140 is then aligned adjacent the mid-section 120 of the training apparatus 100, and the adhesive back of the wrap strip 144 is carefully wrapped around the mid-section 120 such that the arm strip 142 is secured between the wrap strip 144 and mid-section 120, and extends upward toward the upper segment 110. To ensure that the various regions of the upper segment may correlate to the appropriate lengths of the grip, throat, and face of a standard tennis racket, the top edge of the wrap strip 144 may be located approximately 27″ from the top end of the upper segment 110. Accordingly, the wrap strip 144 is preferably connected at the mid-section 120 and extending downwardly into the lower segment 130.

Turning now to FIG. 6, a portion of the training apparatus 100 is shown wherein the apparatus 100 has been secured to a tennis net tape 160 via the attachment strap 140. To secure the training apparatus 100 to the tennis net tape 160, the apparatus 100 is placed adjacent a front side of a tennis net in a vertical orientation such that the mid-section 120 is adjacent to the tennis net tape 160 and only the upper segment 110 is visible above the tennis net. The arm strip 142 of the attachment strap 140 is fed on one side of the apparatus 100, over the top of the tennis net tape 160, and allowed to hang off the back side of the tennis net tape 160. The arm strip 142 is then looped around the tennis net tape 160 and threaded through the holes within the net to the front side of the net. The arm strip 142 is then criss-crossed over the training apparatus 100 and tennis net tape 160 to repeat the process on an opposite side of the apparatus 100. Because the arm strip 142 has both hooks on one side and loops on the opposite side, the criss-crossing of the strip has the effect of creating bonded layers each time the arm strip 142 comes into contact with itself or the wrap strip 144. This process is repeated until the entire length of the arm strip 142 is utilized to form a secure and pivotable connection between the training apparatus 100 and the tennis net tape 160. After some experience, a player or coach may be able to attach the apparatus to a tennis net tape 160 in a short period of time, and even less time to detach the apparatus 100 from the net tape 160.

If it is desired to adjust the height of the upper segment 110, then all that needs to be done is for the player or coach to move the training apparatus 100 up or down by the desired height prior to performing the attachment procedures. The present invention thus allows the players or coaches to quickly adjust the height of the upper segment 110 or alternatively move the training apparatus 100 to different locations along the tennis net tape 160 in order to provide various shot combinations and targets to improve the player's tennis skills.

For transport and storage purposes, the arm strip 142 may be lined up flush with the bottom edge of the wrap strip 144 and pressed against either the wrap strip 144 or itself to prevent the arm strip 142 from otherwise obstructing or interfering with the other arm strips 142 of nearby apparatuses 100 or some other object.

The attachment strap 140 allows the training apparatus 100 to pendulum forward and backward, and back to a ready position when struck. Furthermore, the criss-crossing of the arm strip 142 allows for stabilization of the training apparatus 100 in a vertically upright position and encourages a back and forth pendulum motion to utilize the force and energy of the tennis ball striking the upper segment 110. The use of the attachment strap 140 provides for a safe method of securing the apparatus 100 to the tennis tape, and will not damage the threads of the net or tennis net tape. Also, because the attachment strap 140 does not require weaving of the training apparatus 100 through the square holes in the net strings and does not rely on the net thread structure to withstand and transfer energy from the moving tennis ball to the tennis net, the present invention reduces wear and tear on the tennis net.

Next, at FIG. 7, a close up view of a lower segment 130 of a training apparatus 100 is shown. The lower segment 130 of one or more training apparatuses 100 may have written text 132 provided to further enhance the training experience of a tennis player. Such text 132 may include rules, dimensions, challenges, and notes, and be written in a longitudinal direction of the training apparatus 100. Preferably, the written text 132 is provided in white lettering and on black background labels to make for easy readability and to somewhat blend in with the preferred black color of the lower segment 130. The written text 132 is preferably attached on the backside of the lower segment 130 so as to keep the front side of the training apparatus 100 looking sleek, simple, and inspiring.

In a preferred embodiment of the training apparatus 100, the written text 132 may be instructions for utilizing the training apparatus 100 and may be titled “New Rules/Dimensions for Match Play” with an example of such written text as:

New Rules/Dimensions Added for Match Play:

-   -   1) Reward—Hit the 1R with tennis ball during point to win point         automatically.     -   2) If agreed by both players/teams, the sticks can be moved to         different locations during the changeovers or odd number games.

Furthermore, the training apparatus 100 may include additional instructional written text 132 directed to “Challenge and Results Comparison for Practice Drills,” and “Notes for Bottom, Middle, and Top Region Targets,” also located on the lower segment 130. An example of such text may be as shown:

Challenge and Results Comparison for Practice Drills:

-   -   1) Challenge: How many 1R hits can you or your group make in 20         tries?     -   2) Results Comparison: 0=Average, 1=Good, 2=Awesome, 3=Beastly.

Notes for Bottom, Middle, and Top Targets:

-   -   1) Bot˜For volley exchanges and low contact approach shots.     -   2) Mid˜For offensive shots and short angle shots.     -   3) Top˜For drop shots, medium topspin and medium pace shots.     -   4) Over 1R & 2R˜For heavy topspin and for defensive shots.

Other written text 132 may further be incorporated into preferred embodiments of the training apparatus 100 in order for players/coaches to fully utilize the training apparatus 100. Furthermore, the convenient location of the written text 132 on the training apparatus 100 ensures that players may always be able to reference the rules, challenges, and notes for the training apparatus 100 at any time during training. The inclusion of the written text 132 on the body of the training apparatus 100 may stimulate players/coaches to utilize the training apparatuses 100 in new, creative ways which may further enhance the training experience. Different texts may be located on different training apparatuses, such as first, second and third apparatuses 102, 104 and 106, respectively, with each apparatus 100 having a differently colored upper segment 110 to allow for easy recognition of different training objectives and goals associated with each apparatus 100.

Referring now to FIGS. 8 and 9, a sound generator 150 is shown attached to the bottom end of a lower segment 130. The sound generator 150 may be any instrument that provides audial feedback when a tennis ball makes contact with the upper segment 110. A preferred embodiment of the sound generator 150 may be a small, aesthetically-pleasing metal bell 152 attached to the bottom end of the lower segment 130 such that when the upper segment 110 is struck by a tennis ball, the bell 152 will respond with a pleasant ringing sound with the sound conditioning and encouraging players to feel anticipation, excitement, and to otherwise remain focused upon the training objective. The resulting pendulum motion of the training apparatus 100 and ringing sound works best when a tennis ball strikes the upper segment 110 of the training apparatus 100 from a front side of the tennis net; however, a similar but less pronounced pendulum effect will still occur when the upper segment 110 is struck from the backside of the tennis net. A ringing sound may be heard even if the upper segment 110 is lightly touched or barely grazed by a moving tennis ball. A sound may be heard when a tennis ball strikes the upper segment from the frontside, backside or from any other angle.

Preferably, the bell 152 is attached to the lower segment 130 by way of a mount comprising a drill hole, screw 156, and one or more metallic washers 158. As shown in FIG. 8, the screw 156 may be used to attach the bell 152 to a side of the lower segment 130 with the washers for providing a small distance between the lower segment 130 and the bell 152 as well as to add a counterweight to the bottom end of lower segment 130. In an alternative embodiment shown in FIG. 9, the screw may be used to attach the bell 152 directly to the bottom of the lower segment 130, with the washers 158 optionally located between the bell and the lower segment 130 or located between the head of the screw.

A clapper 154 resides within the bell 152 to provide the sound generation, and may be concentrically located within the recess of the bell, or may be located somewhat offset from the center of the bell 152. In the embodiment shown in FIG. 9, the clapper has been offset from center, and a protective resin added over the screw 156 and washer 158 to help secure the screw 156 and otherwise provide protection to the screw and clapper 154. Further, as shown in FIG. 9, the clapper has been installed via a wire loop threaded through the clapper 154. This configuration allows for faster reaction time of the bell 152 when the upper segment 110 is struck by a tennis ball, as opposed to more conventional clapper attachment methods. Additionally, the use of the wire loop results in the clapper 154 being less prone to becoming stuck within the internal recess of the bell 152. Optionally, a mute clip (not shown) may also be clipped onto the bell 152 to prevent the clapper bell 154 from creating noise during storage or transport of the training apparatus 100, or at the player's or coach's discretion.

Continuing next to FIG. 10, a series of optional training apparatus extensions 170 are shown. Apparatus extensions 170 may be made of a soft, lightweight material such as a sponge or plastic foam and is generally cylindrically shaped with a longitudinal cavity for insertion of the training apparatus 100. In one embodiment, the extensions 170 may be simply used to extend the width of the upper segment 110 of a training apparatus 100, as shown on the right-most extension 170. The use of the extension provides a greater target area for a player attempting to strike the upper segment 110 of training apparatus 100. Particularly for younger players, the use of the extensions 170 may greatly aid in providing a player with easier targets to aim for and motivation to continue training objectives. To increase the challenge, or when other training objectives are desired, the extensions 170 may simply be removed.

In another embodiment, as shown on the center and left-most extensions 170, the extension 170 may be used to increase the height of the upper segment 110 such that the overall length of the upper segment 110 becomes approximately the same length as two or even three standard tennis rackets. As shown in FIG. 10, the center extension 170 has effectively increased the height of the upper segment 110 to two tennis racket lengths, and the left-most extension 170 has effectively increased the height of the upper segment 110 to three tennis racket lengths. In the case of the left-most extension, it may be necessary to insert a dowel rod in the cavities of the extensions 170 to maintain the rigid appearance of the overall training apparatus 100. Consequently, after attachment of the double extension, the weight and height of the upper segment 110 may be imbalanced compared to the lower segment 130. Thus, an offset weight 172 may be added to the lower segment 130 to offset the added weight and height of the extension 170. The addition of offset weight 172 on lower segment 130 may comprise many different materials such as an enlarger, a metal chain, and/or a heavy rubber tube. No additional offset weight 172 is needed when attaching only one full extension 170, as seen in the center extension.

Separate regions 174, 176, 178 and 184, 186, 188 may be defined for the extension 170, in addition to the previously described regions for the upper segment 110. In this embodiment, the extended length of the upper segment 110 created by the extensions 170 not only increases the width and overall targetable area of the upper segment 110, but also provides for new exercises and challenges to be implemented by a player or coach. For example, if a player aims a tennis ball directly at a middle region of the extension 170, and provides topspin and less power, the resulting groundstroke will likely land the tennis ball within a few feet in front of the baseline and, because of the high bounce from the topspin and steeper trajectory, push an attacking opponent back behind the baseline. Thus, in this instance, the extension 170 provides an opportunity for a player to practice a defensive shot.

The various lengths of the extension 170 create visually identifiable targets for a player, with each differing extension 170 corresponding to a multiple of racket lengths. As understood previously, the upper segment 110 of the apparatus 100 is visually associated with the length of a single tennis racket 50. This distance may be referred to as 1R, and is indicated by the dotted line A. Accordingly, an apparatus having a first set of extensions 170, as seen fitted on the center apparatus 100, has a height above the net of two tennis rackets, or 2R, and is indicated by the dotted line B. Moreover, the left-most set of extensions 170 has an above the net height of three tennis rackets, or 3R, and is indicated by the dotted line C. In addition to providing more verticality to the various apparatuses 100, the extensions 170 additionally provide important additional horizontal targets that do not have physical characteristics but can be seen via the horizontal matching of the different regions of the apparatuses.

For example, horizontal 1R, 2R and 3R lines visually created by the apparatuses 100 (not the actual physical targets of the apparatus 100 and its extensions 170) help players to transition from an offensive shot to a defensive shot and vice versa. Thus, the dotted lines A, B and C represent the horizontal regions of the 1R, 2R, and 3R, or even an imaginary 4R region, that are virtual targets created by standard tennis racket lengths. A player or coach may therefore use these regions to practice various drills and shots for achieving a variety of training goals.

Next, at FIG. 11, an alternative, a stand-alone embodiment of a training apparatus 200 is shown in a substantially upright, neutral or resting position. The stand-alone training apparatus 200 is comprised of a modified version of the apparatus 100 to allow for use within the training apparatus 200 and a stand 220. Additional parts may be attached to the apparatus 200 to further enhance the stand-alone functionality of the apparatus 200. The training apparatus 100 located within apparatus 200 is also comprised of an upper segment 110, a mid-section 120, a lower segment 130, and a sound generator 150. In one embodiment, the stand-alone apparatus 200 may be comprised of the apparatus 100 having a pivot mechanism 201 (shown in FIG. 15) mounted to the mid-section, the pivot mechanism 201 including a pair of metallic slots 202 mounted laterally on opposite sides of the apparatus 100 at mid-section 120, with a pair of pivot rods 204 inserted therethrough. The pivot rods 204 are pivotally connected to the stand 220, with the stand 220 mounted on top of a stack of base plates 240. In other embodiments, the pivot mechanism 201 may further include an adhesive material or clamping device for mounting the metallic slots 202 to the mid-section 120 of the apparatus 100. In additional embodiments, an attachment strap 140 may be provided at the mid-section 120 of the apparatus 100 so that the apparatus 100 may be removed from the stand 220 and attached to a tennis net tape 160.

Through the use of the stand 220 and attached base plates 240, a player may be able to utilize the training apparatus 200 in substantially the same fashion as an apparatus 100 that has been connected to a tennis net tape 160. Further, as shown in FIG. 11, a removable target 210 may be located on the upper segment 110 of the apparatus 100 for use in a variety of training exercises. Such exercises may be tennis training exercises, or may be related to other sports, such as softball, football, or even boxing, and includes any sports where accurate placement or striking of a ball or other object is required. The apparatus 200 thus provides benefits similar to those provided by the apparatus 100 without being dependent on usage of a standard tennis net, and plays a complimentary role in helping the players visualize the three dimensional (3D) virtual targets that are between the net and the players. The apparatus 200 may further be utilized for off-court, non-tennis physical fitness, conditioning, and footwork exercises. The apparatus 200 may be utilized at many locations on a tennis court such as for 3D targets mentioned above or placed quickly next to an apparatus 100 to create additional gaps and physical targets for the players. Furthermore, several apparatuses 200 may be utilized simultaneously when a net is not available. For example, when it is raining or too cold to play outdoors, but an indoor gymnasium or field house is available except without a tennis net, the players and coach may set up one or multiple apparatuses 200 in the gymnasium or field house to continue tennis practice.

In addition, the various components of apparatus 200 may be made so as to generally resemble a practice dummy. That is, upper segment 110 may be modified so as to resemble the head and torso of a practice dummy, with the lower segment 130 and stand 220 made to resemble the practice dummy's legs and feet. By doing so, additional interest may be generated for the player or person training with the training apparatus 200.

The stand 220 of the apparatus 200 may be made of a solid, weighted material, such as wood, plastic or metal, and is comprised of two or more stand posts 222 which extend upward from a stand base 226 of the apparatus 200. The stand posts may be approximately 39 to 42 inches in height, to allow for adjustments to the key heights of a tennis net, which are 36, 39, and 42 inches, and are set apart from one another to facilitate the pivotal connection of the apparatus 100 therebetween. The stand base 226 may be roughly 11″ in width and 14″ in length, with the feet and toes directly above and measuring roughly 7″ in width and 10″ in length, and with the width of the base extending between the two stand posts 222. A stand brace 224 is located near the top portion of the stand 220 between the stand posts 222, and provides support and rigidity to the top of the stand 220, and further provides protection to the apparatus 100. The stand brace 224 may be connected to the stand posts via screws or other similar connection devices. The stand brace 224 further controls the range of motion of apparatus 100 so that apparatus 100 does not over-rotate in any direction. The stand brace 224 may also be made of a rigid material such as wood, plastic or metal, and have a soft fabric covering to prevent damage from contact between the apparatus 100, stand brace 224, and other objects. The stand brace 224 may also be constructed of other durable materials, such as rubber, to increase safety in the event that a child or other person comes into contact with the stand brace 224, or if the stand brace 224 comes into contact with the ground or other object.

In preferred embodiments of the invention, the stand brace 224 may generally be circular or elliptical in shape and may be colored to provide an aesthetically pleasing appearance to the training apparatus 200. Without a stand brace 224, apparatus 100 would swing wildly about when the upper segment 110 is struck by a ball or some other force. Stand brace 224 additionally provides a counterweight to the top of the stand 220 so as to provide resistive forces and stability to the overall training apparatus 200 when the apparatus 100 is struck.

The stand-alone training apparatus 200 further includes a set of increasing sized interconnected base plates 240. When apparatus 200 only utilizes the stand 220 and attached stand base 226, apparatus 200 may only pendulum back and forth to a limited degree. Thus, base plates 240 further increase the range of motion of apparatus 200, and corresponding force for which it may receive.

The base plates 240 provide the training apparatus 200 with the ability to spring back to a neutral, resting state when the apparatus is struck during a training session. In particular, a novel aspect of the training apparatus is the degree of tilt or deflection which may be sustained by the apparatus and still return to the neutral position without falling over. As the base plates 240 are detachable in nature, it is contemplated that a greater or fewer number of base plates 240 may be attached to the apparatus 200, depending on the desired amount of spring back of the apparatus 200. The greater the number of base plates 240 utilized, the greater the degree of tilt that apparatus 200 is able to sustain without falling over. Base plates 240 will be described in further detail below.

At FIG. 12, another embodiment of the stand-alone training apparatus 200 is shown. In this embodiment, target 210 has been removed and replaced with a training extension 170. Thus, as can be seen in FIG. 12, apparatus 200 is versatile and able to utilize a variety of different configurations. For instance, extensions 170 similar to those shown in FIG. 10 may be utilized to simply increase the width of training apparatus 100 located within training apparatus 200. Or an extension 170 may be added to the top of apparatus 100 to increase the length of the upper segment 110 and provide for additional training objectives. Offset weights 172 may be located on the lower segment 130 if a significant number of training extensions 170 are attached to upper segment 110.

Turning to FIG. 13, an exploded view of the stand-alone training apparatus 200 is shown. In this view, it can be more clearly seen the various components of training apparatus 200, in particular the series of base plates 240. The series of base plates 240 may be comprised of an upper base plate 242, center base plate 244, and a lower base plate 246. In a preferred embodiment, the upper plate 242 may be approximately 16″×16″, the center plate 244 may be approximately 18″×24″, and the lower plate 246 may be approximately 24″×30.″ Thus, it can be clearly seen that base plates 240 may be comprised of different sized plates, with each successive plate being larger than the previous one. Each base plate 240 may be constructed of a semi-rigid, flexible material to withstand flexing and bending during use. Furthermore, the flexibility of base plates 240 allows for a “spring-back” quality to allow for base plates 240 to return apparatus 200 to a neutral position after being struck.

Additionally, each base plate 240 may have a set of sloped pads 256 located along the bottom side of the plate. The sloped pads 256 are thicker near the edges of the base plates 240, and gradually slope toward the bottom surface of the plate 240, creating a downward sloping angle. This design of the sloped pads 256 further controls the forward and backward pendulum motion of apparatus 200 after it has been struck by a strike from a ball or a punch from a person. This provides stability to the overall apparatus. Furthermore, the bottom of stand base 226 has a sloped pad 256 (not shown) which is thicker in the center of base 226 and gradually slopes towards the bottom surface of base 226. This sloping action is the inverse of the design of the sloped pads 256 located on the base plates 240. Thus, instead of stabilizing apparatus 200, the sloped pad 256 on the bottom of base 226 encourages a quick imbalance of apparatus 200 once it is struck by an object to encourage a faster start and reaction to the desired pendulum motion. Sloped pads 256 are preferably made of a soft, cushioned material to help protect the surface of a tennis court, gym, or other indoor location from scratches or other damage that may be potentially caused by the bottom of base plates 240.

In an embodiment, the base plates 240 may be generally square shaped, or any other shape capable of providing strength, flexibility and resistive forces sufficient for controlling the pendulum motion of apparatus 200 and stand 220. Thus, plates 240 may be stacked in a pyramid setup to provide greater stability for the overall apparatus 200. Further, as can be seen in this figure, stand base 226 may be attached centrally to the top of upper base plate 242. Additionally in this figure, apparatus 100 is seen detached from the rest of the stand-alone training apparatus 200, with pivot rods 204 disengaged from the metallic slots 202.

Next, FIG. 14 illustrates base plates 240 and stand base 226 during a pendulum motion and the interconnections therebetween. In the embodiment shown, plates 246, 244 and 242 are successively layered such that the largest plate 246 is lowest and the smallest plate 242 is highest, with the middle base plate 244 inserted in between. Each base plate is generally located in the center of the base plate below. Stand base 226 is then set atop the upper base plate 242. Each base plate 240 may be connected to an adjacent base plate or the stand base 226 via one or more resistive connectors 250, which independently link adjacent base plates 240 together. In a preferred embodiment, the resistive connectors 250 may be metallic wires. The resistive connectors 250 may be attached to an edge of a base plate and to a corresponding edge of an adjacent base plate. The resistive connectors 250 may be connected on opposite sides of a select base plate, or may be connected on all sides of a base plate. Depending on the particular base plates being connected, the length of the resistive connectors 250 may vary to provide the appropriate amount of resistive potential.

In preferred embodiments of the apparatus 200, the lengths of the resistive connectors 250 are carefully measured to allow apparatus 200 to pendulum to its maximum range allowable by the upper base plate 242 before activating the strength, weight, and resistance of any of base plates 244 and 246 below. The elastic qualities of the resistive connectors 250 thus provide a spring-back tension to the plates when the stand-alone training apparatus 200 is struck, thereby causing the apparatus 200 to return to a neutral position more quickly. The multi-level design of base plates 240 also provides for enhanced springback potential depending on the level of force used to strike the apparatus 200. Further, fabric corner brakes 254 help to hold the base plate above in the general center of a particular base plate 240.

The base plates 240 additionally make use of side rails 252 and corner brakes 254 located on the top surfaces of plates 240. Side rails 252 are located on base plate 242 and help to prevent sideways motion of the stand 220 during the pendulum action of apparatus 200. The corner brakes 254 are located on the corner edges of the base plates 244 and 246, and serve to slow the motion of the preceding plate above. The corner brakes 254 may be made of a stable, strong and durable material such as the Velcro® loop material, rubber or plastic. The corner brakes 254 may be attached to base plates 240 by using adhesives or may be preferably formed through a molding process. The corner brakes further help to align the upper base plate 242 and middle base plate 244. Additionally, side rails 252 and corner brakes 254 may be expanded in size and height to add more stability and control of the pendulum motion if desired.

As shown in the current figure, apparatus 200 has been tilted to an angle of approximately 150 degrees from horizontal, without completely falling over on its side. Instead, the combination of base plates 240 and attached elastic rope 250 allows the apparatus to rock back and forth on the lower base plate 246, eventually returning completely to a neutral position. In a preferred embodiment of the invention, the stand-alone training apparatus 200 may be struck and tilted up to an angle of approximately 160 degrees from normal without falling over.

At FIG. 15, therein is shown a front view of the stand brace 224, stand posts 222, and pivot rods 204 of training assembly 200, which pivotally mounts the training apparatus 100 to the stand 220. As can be seen in this figure, pivot rods 204 have been inserted through metallic slots 202 oriented laterally on opposite sides of the mid-section 120 of apparatus 100 via a pivot mechanism 201, such as an attachment strap 208, which is made of similar material to the attachment strap 140. In other embodiments, the pivot mechanism may attach the metallic slots 202 to the mid-section via a clamp or adhesives. Because metallic slots 202 are larger than the pivot rods 204, and because pivot rods 204 are longer than the metallic slots 202, the metallic slots 202 of apparatus 100 are able to slide left and right in addition to rolling over the pivot rods 204. Therefore, a player may punch the upper segment 110 or extensions 170 not only from the front or back side but may also punch the extension 170 from the side of the apparatus 200, thereby adding variety to a punching workout.

Further, the ends of the pivot rods 204 have been inserted into a set of double barrel holes 230. The double barrel holes 230 are generally made of a rigid material and circular in structure with a recess or cavity in the center to allow for the insertion of an end of the pivot rods. Corresponding sets of double barrel holes 230 are mounted on the stand posts 222, facing one another, and operate to restrain the pivot rods 204 and provide a pivotal connection with the stand 220. Preferably, the double barrel holes 230 are mounted in positions at approximately 34 to 41 inches from the stand base 226 to ensure that the upper segment 110 of apparatus 200 may match several preferred heights of the net, which are 36, 39, and 42 inches from ground level to the top of the net tape 160. Further, as seen in FIG. 15, and detailed in FIG. 16, multiple selectable heights may be provided on the stand post 222 by the inclusion of several sets of double barrel holes 230.

The unique feature of the use of two separate horizontal pivot axes provided by the metallic slots 202, pivot rods 204, and double barrel holes 230 allows for apparatus 100 to utilize its own weight to swing or otherwise pendulum back to a neutral position after the upper segment 110 has been struck. If the training apparatus 200 had only a single horizontal pivot axis attached to the apparatus 100, then apparatus 100 may not necessarily return to a neutral, substantially upright state after the upper segment 110 has been struck. Positioning of the pivot rods 204 parallel but separate from each other help prevent the upper segment 110 and lower segment 130 of apparatus 200 from making contact with stand brace 224 during the pendulum motion by restricting the degree to which the upper segment 110 and lower segment 130 of apparatus 200 may pendulum. The pivot system therefore allows the segments to pendulum approximately 40 degrees from neutral in either direction. The stand posts 222 similarly may also lean forward and backward approximately 75 degrees from neutral, yet still be able to recover back to the resting/upright position. Together, the degree of pivot from the apparatus 100 and the stand 220 allow for a pendulum motion of approximately 115 degrees from horizontal without allowing for the apparatus 200 to tip over and fall to the ground.

FIG. 16 provides a side angle view of the training apparatus 200, illustrating a preferred method for insertion of the pivot rods 204 to the double barrel holes 230. As seen in this figure, the pair of pivot rods 204 is inserted through an open side of the double barrel holes 230 mounted on a stand post 222. In the embodiment of the stand post 222 shown, multiple sets of double barrel holes 230 are provided, corresponding to different vertical heights that may be selectable by a player or coach. After inserting the pivot rods 204 through the double barrel holes 230 located on stand post 222, the pivot rods are then threaded through the metallic slots 202 located on opposite sides of the mid-section 120 of apparatus 100. The pivot rods 204 are then engaged with a second set of double barrel holes 230 located on the opposing stand post 222, at the same horizontal height as the first set of double barrel holes. The second set of double barrel holes 230 have a stop located on the opposite side of the stand post 222, thereby preventing the pivot rods from extending beyond the opposing stand post 222. A barrel hole cover 232 may then be rotated into position to cover the initial set of double barrel holes, thereby securing the pivot rods 204 in place. A latching mechanism holds the barrel hole cover 232 in place.

Returning to FIG. 12, the extension 170 as shown allows for training involving punching or otherwise striking the apparatus 100 with a person's hands. The segments of the extension 170 over the middle region 116 is there mainly to absorb the direct punches while the extension over the top region 114 and bottom region 118 provides an additional safety feature in the event the pendulum motion of the apparatus 100 causes the upper or lower segments to pendulum back and strike the person punching it. Optionally, a boxer may don boxing gloves as further protection to the hands, and to further enhance the training experience. As expected, when the extension 170 located on apparatus 200 is struck, apparatus 200 will pendulum back and forth according to the amount of force provided by the strike. The pendulum motion will force a boxer to move out of the way in order not to get struck by the returning upper segment 110 and lower segment 130. Thus, this embodiment of apparatus 200 may provide for a full body workout.

Referring to FIG. 11, the removable target 210 allows for a person to practice throwing a ball (such as a football or softball) for striking the target 210. The target 210 may be attached to a semi-rigid backing (not shown) so as to withstand the forces of a ball strike. In this manner, a person may use the apparatus for additional training beyond merely the sport of tennis.

Operation of the Invention

Having thusly described the general structure of the training apparatus 100, a detailed description of the use and functionality of the present invention will now be discussed. The present invention provides a simple, yet challenging and engaging target for a tennis player to practice shot placement of a tennis ball. The training apparatus 100 utilizes the force and energy of a moving tennis ball such that when the tennis ball comes in contact with the upper segment 110 of the training apparatus 100, the force and energy of the moving tennis ball are transferred to the training apparatus 100, causing it to pendulum back and forth and cause the sound means 114 to simultaneously provide a pleasant ringing sound. This pendulum motion of the training apparatus 100 adds interest and fun to the players, especially since the human brain is instinctively hardwired to notice a moving object relative to a non-moving object such as the net. The pleasant ringing sound acts as a feedback and also conditions/encourages players to feel anticipation, excitement, and to stay more focused on training objectives when aiming for the upper segment 110. After being struck, the training apparatus 100 eventually pendulums back to an upright, neutral state as a result of the unique combination of the lower segment 110, attachment strap 140 and sound generator 150.

While the training apparatus 100 may ideally be struck by a tennis ball during a training session, the training apparatus 100 may simply be used as a point of reference for a player, and need not be explicitly struck to achieve certain training objectives. Further, the present invention may be utilized in practice drills for one player or a group of players in combination with a coach and/or ball machine.

By way of example, one or more training apparatuses 100 may be set up at a desired training location, such as apparatuses 102, 104, and 106 shown in FIG. 1. For a maximum synergistic effect, at least three training apparatuses 100 may be simultaneously used, with each training apparatus 100 having a different upper segment 110 color, such as blue, red, or yellow. Furthermore, each separate training apparatus 100 may have different written new rules, challenges, or notes placed permanently on the lower segment 110 of the training apparatus 100. Thus, each differently colored apparatus may be utilized for a specific training purpose, as dictated by the written text 132 located thereon.

During practice drills, players may utilize the training apparatus 100 in numerous ways. For example, in a first round, players may hit three shots, one shot at each of the separate upper segments 110. In the next round, players may hit two shots through the gaps between the training apparatuses 100; one shot through the left gap and one shot through the right gap created. A second training method may be for players to hit one down-the-line passing shot and one down-the-line drop shot at the spacing outside a leftmost training apparatus 100; then, in the next round, hit one down-the-line passing shot and one down-the-line drop shot at the spacing outside the rightmost training apparatus 100. A third training method is for players to hit three shots to the spacing directly and slightly over each of the separate upper segments 110. Thus, the training apparatus 100 creates numerous combinations of shots to improve players' overall skills. In addition, a written challenge which may form a portion of the written text 132 may be affixed to the training apparatus 100 to help make the practice drills more interesting, fun and motivating to the players.

After playing a number of games, players may wish to move the training apparatuses 100 to different locations to challenge their ball direction and accuracy skills, thereby improving their overall tennis skills. As the players play more games and matches, they will not focus exclusively on hitting the upper segment 110, but will start to focus on hitting the spacings to the outside of the upper segments 110, and the spacings above the upper segments 110 to win the points in a more traditional way, thus improving their overall abilities.

The present invention provides highly visible but very challenging practice to hit targets during a point, especially from the baseline. Thus, players can aim at the upper segment 110 targets to improve accuracy, height control, and ball direction while still being able to continue a long rally. Being able to periodically hit the upper segment 110 provides sufficient satisfaction to keep the players motivated and challenged. With effectiveness and cost efficiency considerations, the preferred width of the hitting surface of the training apparatus 100 may be approximately 1 inch wide and having a curved shape with an approximately 3 inch circumference. To increase the challenge, training apparatuses 100 with a narrower width may be used, so long as the apparatus is able to pendulum and not be damaged when the tennis ball makes contact. Training apparatuses 100 with wider, larger target areas may be used, particularly for younger players, in particular, training apparatuses 100 with attachments 170.

As previously described, the training apparatus 100 psychologically associates the individual player's standard length tennis racket to the upper segment 110. Most tennis players are not aware of the optimal net clearance height or the net clearance height of most of their shots. Instead, players generally tend to focus on where the tennis ball lands rather than how high it passes over the net. However, players tend to have at least a working knowledge and feel for their tennis racket from the many hours of practice, playing matches, adjusting of the strings on their racket face, carrying the racket at the throat, and observation of the condition of their racket grip. If asked about the length of their tennis racket, players most likely can say how long it is in inches or indicate with their hands an approximate length of their tennis racket. Thus, to utilize players' understanding of their tennis racket length, the present invention creates a length on the training apparatus 100 that matches the length of their tennis racket and places that length over the net as the height of the upper segment 110 to psychologically associate their tennis racket to the length of the upper segment 110.

To provide a more exact measurement, the players may line-up their individual tennis rackets onto the upper segment 110 prior to attaching the training apparatus 100 to the tennis net tape 116. Assuming players are utilizing at least three separate training apparatuses 100, each player would have his or her own customized training apparatus 100. For instance, for a doubles match, it is likely that two of the players would have the same standard length tennis racket, so the use of three training apparatuses 100 would be sufficient for all of the players to each have their own training apparatus 100. Each of the training apparatuses 100 may be preferably colored either all blue, red, or yellow to the 27 inch mark; however, the upper segment 110 may be adjusted up or down about 3 inches from the 27 inch mark, making the range of the upper segment 110 to be between 24 to 30 inches in height. In the present invention, the measurement of the upper segment 110 creates a psychological association and resulting sense of comfort and sense of certainty about key targets, gaps, spacings, net clearance heights, and reference points that each of the players gradually obtains after seeing his or her tennis racket length represented as an upper segment 110.

Before a practice match, players may place the training apparatus 100 on locations over the net that they would like to aim at most of the time. As players play the match, they will attempt to hit the upper segments 110 in order to score points; however, the actual occurrence of hits may be relatively low. As players improve upon their skills, the frequency upon which the upper segments 110 are struck may gradually increase. The invention thus simulates a regular tennis match to a high degree since it can be utilized by the players on both sides of the net while playing a regular singles or doubles match. Once the training apparatuses 100 are set up along the tennis net tape 160, players may play a regular practice match, which includes switching sides at odd number games.

For most practice sessions, the present invention provides the best overall value when at least three training apparatuses 100 are simultaneously utilized for practice matches and drills so that players may hit many combinations of shots without unnecessary interruptions during the point or drill. The use of three training apparatuses 100 create upper segment 110 targets, gaps, spacings, and height awareness that are important in simulating match play, and the use of three training apparatuses 100 strikes an overall balance in effectiveness, efficiency, and cost factors. However, a greater or fewer number of training apparatuses 100 may be simultaneously utilized at the players/coaches' discretion, depending on factors such as time constraints, practice goals, and other unique circumstances of the practice. In general, fewer training apparatuses 100 would be easier to manage and would cost less to purchase, but for most situations, the use of fewer training apparatuses 100 would not be as effective and would not create enough upper segment 110 targets, small enough gaps, and spacings to maximize available shot combinations during a point or drill.

In other embodiments, up to nine of the training apparatuses 100 may be positioned along the tennis net tape 160, which would increase the number of upper segment 110 targets, smaller gaps and shot combinations for the players to fine-tune their skills even more during a point or drill. However, as more apparatuses 100 are simultaneously utilized, additional issues regarding the weight upon the tennis net tape 160, cluttering of the net with too many apparatuses, additional time for setup and takedown of the additional apparatuses, and increased costs may counteract the benefits of increasing the number of targets.

With regard to the stand-alone training apparatus 200, the apparatus 200 is meant for use without having to attach the training apparatus 100 to a tennis net tape 160. Thus, training apparatus 200 may be utilized indoors or whenever a tennis net is not conveniently available, such as during warm-up while waiting for a tennis court currently occupied by other players. The training apparatus 200 may be configured with removable targets 210, which may be located on opposite sides of the apparatus. As with the training apparatus 100, training apparatus 200 may incorporate similar training objectives, such as striking the target with a tennis ball in order to improve shot placement and accuracy. When struck, apparatus 100 of apparatus 200 will pendulum back and forth, as well as provide a pleasant ringing sound by the sound generator 150.

Further, the apparatus 200 may be utilized in non-tennis training related methods. For instance, a person may simply toss a baseball or tennis ball at the target 210 to have the apparatus 200 pendulum back and forth when struck. Or a person may wear boxing gloves and the like, and utilize the training apparatus as a punching bag of sorts, wherein the objective is to knock the training apparatus 200. As previously described, because the training apparatus 200 is very difficult to knock over owing to the significant degree of tilt it is capable of withstanding, it is ideally suited to being struck repeatedly, while eventually returning to a neutral state.

Additionally, adjusting the height of apparatus 100 within the training apparatus 200 by way of the pivot rods 204 and double barrel holes 230 provides varying degrees of difficulty with respect to how difficult the apparatus 200 may be to knock over. For instance, by utilizing the lowest level double barrel holes 230, the degree of difficulty may be more than when the highest level double barrel holes 230 are used. This is due to the lower center of gravity of the apparatus 200 when the lower double barrel holes 230 are used. Other options to increase or decrease difficulty and training objectives may be to increase or decrease the length of the apparatus 100 mounted in training apparatus 200, with longer lengths of apparatus 100 leading to increased pendulum activity. Or, the number of base plates 240 may be adjusted to further increase or decrease the pendulum ability of the training apparatus 200. For instance, by utilizing three base plates 242, 244, and 246, the training apparatus 200 will be very difficult to knock over. However, by successively removing the lower base plates 240, the training apparatus 200 will become gradually easier to knock over.

The training apparatus 200 is also capable of withstanding strikes from other sporting objects, such as soccer balls and footballs, without toppling over. Thus, the training apparatus 200 may be used for many sports other than tennis.

It will be readily apparent to those skilled in the art that the general principles defined herein may be applied to other embodiments and applications without departing from the spirit and scope of the present invention. Having thus described the exemplary embodiments, it is noted that the embodiments disclosed are illustrative rather than limiting in nature and that a wide range of variations, modifications, changes, and substitutions are contemplated in the foregoing disclosure and, in some instances, some features of the present invention may be employed without a corresponding use of the other features. Many such variations and modifications may be considered desirable by those skilled in the art based upon a review of the foregoing description of preferred embodiments. Accordingly, it is contemplated that the appended claims will cover any such modifications or embodiments that fall within the true scope of the invention. 

What is claimed is:
 1. A tennis training apparatus comprising: an elongated upper segment, the upper segment having a top region, center region, and bottom region; a mid-section connected to the upper segment; an elongated lower segment, the lower segment extending an end of the mid-section opposite the upper segment; a sound generator attached to a lower end of the lower segment; and an attachment strap connected to the mid-section, the attachment strap for pivotally connecting the training apparatus to a tennis net tape.
 2. The training apparatus of claim 1, the length of the upper segment adjusted to correlate to the length of a tennis racket.
 3. The training apparatus of claim 1, the length of the top region of the upper segment corresponding to the length of a throat of a tennis racket.
 4. The training apparatus of claim 1, the length of the center region of the upper segment corresponding to the length of a face of a tennis racket.
 5. The training apparatus of claim 1, the length of the bottom region of the upper segment corresponding to the length of a grip of a tennis racket.
 6. The training apparatus of claim 1, further comprising: a set of written text located on the surface of the lower segment, the written text providing training objectives for use with the training apparatus.
 7. The training apparatus of claim 6, further comprising: the upper segment having a color coordinated with the written text located on the lower segment.
 8. The training apparatus of claim 1, further comprising: a training extension for removable connection to the upper segment.
 9. The training apparatus of claim 8, further comprising: an offset weight for removable connection to the lower segment.
 10. The training apparatus of claim 1, further comprising: the attachment strap constructed of a Velcro® based fabric.
 11. The training apparatus of claim 1, further comprising: the attachment strap having an arm strip and a wrap strip.
 12. A tennis training system comprising: a tennis training apparatus, the training apparatus comprising: an elongated upper segment, the upper segment having a top region, center region, and bottom region; a mid-section connected to the upper segment; an elongated lower segment, the lower segment extending an end of the mid-section opposite the upper segment; a sound generator attached to a lower end of the lower segment; and an attachment strap connected to the mid-section, the attachment strap for pivotally connecting the training apparatus to a tennis net tape; a tennis net, the tennis net comprised of a high-strength net tape cord for supporting the training apparatus; and wherein the tennis training apparatus is pivotally attached to the net tape cord of the tennis net via the attachment strap so as to provide pivotal movement of the training apparatus when the upper segment is struck.
 13. The training system of claim 12 further comprising: the sound generator providing a sound when the upper segment is struck.
 14. A stand-alone tennis training system comprising: a tennis training apparatus, the training apparatus comprising: an elongated upper segment, the upper segment having a top region, center region, and bottom region; a mid-section connected to the upper segment; an elongated lower segment, the lower segment extending an end of the mid-section opposite the upper segment; a sound generator attached to a lower end of the lower segment; a pivot mechanism connected to the mid-section for providing pivotal motion of the tennis training apparatus; a stand for mounting the tennis training apparatus, the stand comprising: a plurality of stand posts; and a stand base; and wherein the tennis training apparatus is mounted to the stand via the pivot mechanism.
 15. The training system of claim 14, the pivot mechanism comprising: one or more pivot holes located in the plurality of stand posts; one or more metallic slots laterally engaged to the mid-section of the training apparatus; and one or more pivot rods threaded through the metallic slots of the training apparatus and mounted in the one or more pivot holes.
 16. The training system of claim 14, further comprising: one or more base plates attached to the bottom of the stand base.
 17. The training system of claim 16, further comprising: the one or more base plates interconnected via a plurality of resistive connectors, the resistive connectors in conjunction with the base plates for increasing the pendulum capability of the training system when the upper segment of the training system is struck.
 18. The training system of claim 16, the one or more base plates sequentially increasing in size from the topmost base plate to the bottommost base plate.
 19. The training system of claim 16, the one or more base plates further comprising: corner brakes located on the top surface of the base plates.
 20. The training system of claim 16, the one or more base plates further comprising: sloped pads located on the bottom of the base plates.
 21. The training system of claim 14, further comprising: a removable target attached to the upper segment.
 22. The training system of claim 14, further comprising: training extensions attached to the upper segment. 